University of Almería (SPAIN)
About this paper:
Appears in: ICERI2020 Proceedings
Publication year: 2020
Pages: 5558-5564
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.1201
Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference
The COVID-19 pandemic has generated a great surge of changes and, in turn, a prompt response and adaptation by the education system. The principle objective of this paper is to delve into the adaptation from face-to-face to virtual classroom multitasking and academic performance under the real experience of teachers of different education levels in this time of crisis. For this purpose, we analyse the multiple measures that have been taken by different educational institutions in the short time and how the different needs have been addressed in the study stages. In this sense, multiple questions arise: Have teachers been able to adapt to this critical situation? Have teachers been reluctant to use online platforms? Have they found a lack of resources to employ in their use of remote learning? Has electronic and complementary material been provided to cover this disadvantage? In ramping up capacity to teach remotely, institutions should take advantage of synchronous learning (that is a vital element in digital formats) (Daniel, 2020). In addition, technology-enabled have the possible to disrupt through barriers associated with time and accessibility. Thus, it is vital to emphasize the use of synchronous technologies for office hours over class instruction. The utility and value of technology-enabled, asynchronous in space and virtually have been written about and studied for decades but not universally implemented. Still, technology-enabled virtual learning may be essentially a logical progression of the initiatives (such as flipped classroom and hybrid classroom) that already exist in many schools, and there would still be a need for faculty to serve as coaches, to provide feedback, and to moderate and host online debates (Woolliscroft, 2020). Faculty members are already in the process of transitioning to online teaching platforms. In this article, we analyse the real experience of a sample of teachers of different education levels: Primary, Secondary, High School and University. Thus, a qualitative study in a sample of teachers will be carried out through in-depth interviews. In short, we study the process of transition to online teaching platforms by faculty members, according to the teaching training received, the resources available, the working method and the contact method with the student. This will allow us to analyse and compare the adaptation and methods employed at different educational levels.
Capacity-building, Covid-19, Educational Practices, Teaching System.